Daisy has the Hiccups
Daisy has the Hiccups
Introduce the book
The story
The two stories in this book are about Daisy
the dinosaur and her family. The children
first met them in Little Explorers A and B. In
the first story Daisy has the hiccups. In the
second story Daisy makes a sandwich.
The cover
Daisy has the hiccups
When Daisy gets the hiccups, Mum, Dad and
Danny try to help her. They all have ideas
about how to make them stop, but none of
the ideas work. So Danny decides to scare
Daisy. He puts on a monster mask, hides
in a cupboard and jumps out when Daisy
opens the cupboard door. Poor Daisy is so
frightened that her hiccups stop!
l Hold
up the book and point to the cover.
Read the title to the class. Read it again and
encourage the children to repeat after you.
Daisy’s giant sandwich
Daisy decides to make a sandwich for the
whole family. She puts in all the ingredients
she can find and it turns into a giant, very
messy sandwich. It does not look very tasty
and none of the family want to eat it. Danny
suggests that they go for a pizza instead.
Everyone thinks this is a good idea!
l Point
to the picture on the cover. Point to
Daisy and ask Who is this? and elicit from the
children that it is Daisy. Point to her name
on the cover as they say it. Then point to the
other characters and ask the same question.
Remind them that they are Mum and Dad.
1
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
l Elicit
from the children what hiccups means.
Tell them to look at the picture of Daisy on
the cover for clues. Then, if necessary, make
a hiccuping noise and demonstrate to the
class what hiccups are.
l Point
to the word Contents and the contents
list. Elicit from the children what it tells them
about the book (what is in it and on what
page). Read the title of the second story
(Daisy’s giant sandwich). Elicit from the
children what they think this story is about.
Then elicit from the children what page it is
on (16).
l Point
to the cover again and ask Is Daisy
happy? Why not? Is Mum worried? What is Mum
holding? Is Dad worried? What is he doing?
(patting Daisy on the back). Then ask Have
you had hiccups? Did you like having hiccups?
l Tell
the children to look at the picture.
Ask Who can you see? Is Daisy going to school?
How do you know? (she is wearing school
uniform) Is Daisy happy? Why not? What is
happening? Then ask What do you do when you
have got hiccups? How do you stop them? and
elicit ideas from the children on how to stop
hiccups.
The contents page
Daisy Has the Hiccups
The story can be played at any time.
l Tell
the children to open their books to the
contents page. Open your own book and
hold it up to show the class.
l Read
the title again and encourage the
children to read it with you. Ask Who is the
author? and make sure the children know
what an author is. The children may be
interested to learn something about the
author (see the biographical notes on page 5
of the Introduction to these Teacher’s Notes).
2
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 2 and 3
Daisy has the hiccups
l Then
teach cupboard and ready. Point to a
cupboard in the classroom and say cupboard.
Open the doors, then close them again and
say cupboard. Write cupboard on the board.
Encourage the children to repeat the word
after you. You can then explain what ready
means and write it on the board.
l Then
ask Which word has the sound /u:/ in the
middle? (school). Point to the word cupboard.
Show the children that it is two words joined
together, i.e. cup + board. Explain that we don’t
pronounce the /p/ sound in the middle. Point
to hiccups and ask Can you see the word cup?
l Tell
the children to open their books to pages
2 and 3. Open your own book and hold it up
to show the class.
Word list
all, are, bag, cupboard, Daisy, Danny, for,
got, have, he, Hic!, hiccups, his, I’m, looked,
Mum, poor, ready, said, school, the, they, to,
went, yes, you
l Tell
the children to look at the picture on
page 2. Ask Who can you see? Where are they?
What is Dad looking at? Why? Where is Dad
going? What is he carrying? Where are Daisy
and Danny going? How do you know? How will
they go to school? How do you know? (we can
see the car) Ask What time do you go to school?
Language summary
present simple tense, past simple tense
Preparation
l Then
ask What is Danny getting from the
cupboard? What is Mum saying to Danny? and
elicit suggestions from the class.
Wordcards: 2, 4, 7, 18, 20, 21, 26, 31, 34, 35,
42–44, 49, 56, 62, 72, 75, 76, 80, 91, 95, 98,
105, 109, 111 plus punctuation
l Tell
the children to look at the picture on
page 3. Ask What has Daisy got? Who is Danny
looking at? Who are Mum and Dad looking at?
Are Mum and Dad worried?
Before reading
l Before
looking at the pages, elicit from the
children the name of Daisy’s brother. Ask Has
Daisy got a sister or a brother? Is he older or
younger? What’s his name?
During reading
l Read
the title again. Elicit from the children
why Daisy starts with a capital letter (it’s a
name). Then ask How many words can you
see? Find two words that start with the same
sound. What sound do they start with? (/h/).
l Then
ask What is the story called? and elicit
the title from the children. Write hiccups on
the board. Ask one child to demonstrate
what hiccups are. Encourage the children to
repeat the word after you. Then ask Where is
Daisy going in the story? What is she wearing?
and remind the children that Daisy is going
to school. Write school on the board.
Encourage the children to repeat the word.
3
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
After reading
l Read
the text on both pages to the class
slowly and clearly. Read the pages again
pointing to each word as you read it. If you
wish, use a different voice for each character.
l Invite
five children to the front of the class.
Give each child a wordcard in random order.
Use: Danny, went, to, the, cupboard. Tell them
to hold up their wordcards and to face the
class. Ask the class to put the children in the
correct order to make Danny went to the
cupboard. When the children are in the
correct order, write the sentence on the board.
l Ask
Can you see the word hiccups? Can you see
the word ready? Can you see the word
cupboard? Can you see the word school? For
each word ask How many can you see?
l Read
the text again and encourage the
children to repeat each sentence after you.
l Rub
out Danny and write in Daisy. Ask the
children to read the new sentence. Then rub
out cupboard and write in table. Ask the
children to read the new sentence. Continue
with other words, e.g. door, chair etc.
l NB
Make sure the class realise that Poor
Daisy! is an expression of sympathy and does
not mean the opposite of rich.
l Read
both pages again together as a class.
l Write
He got his school bag. on the board and
ask the children to read it. Rub out he and
write in a boy’s name from the class.
Encourage that boy to get his school bag.
Repeat with other boys in the class.
l Invite
five children to be the narrator, Danny,
Mum, Dad and Daisy. They can read both
pages out loud.
l Read
page 2 to the class again. Then say
Danny went to the … and encourage the
children to complete the sentence. They can
refer to their books if necessary. Repeat the
activity with He got his … . Then ask What did
Mum say to Danny? and encourage the
children to read her speech bubble. Then ask
What did Danny say? and encourage them to
read his speech bubble.
l Play
some word games with the children.
Write bag on the board. Ask the children to
read it. Then say each individual sound in
the word (/b/ /œ/ /g/ ) to show the children
how to read and pronounce simple CVC
words. Repeat each sound then say the word
/bœg/ encouraging the children to repeat
after you. Rub out the a and write in an i.
Encourage the children to read the new word.
l Read
page 3 to the class again. Then say
They all looked at … and encourage the
children to complete the sentence. They can
refer to their books if necessary. Repeat the
activity with Mum said, ‘Poor Daisy! You have
the … !’. Then ask What did Dad say to Daisy?
What did Daisy say? To answer each question
the children read the speech bubbles.
l Then
write all on the board. Add different
letters to the beginning of the word to make
new words, e.g. ball, tall, small. Encourage the
children to read the new word each time.
l Ask
Will Daisy’s hiccups stop? How?
Wordcard activities
l Read
Mum’s speech bubble on page 2 and
then read Dad’s speech bubble on page 3.
Ask Which word is different?
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Do
page 1 in the Comprehension and
Vocabulary Workbook.
4
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 4 and 5
l Start
counting to 10, slowly. Encourage the
children to join in. When you reach 10, say
count. Write count on the board and
encourage the children to repeat it after you.
Say Count! and encourage the children to
count to 10 again with you. Write the
numbers 1 to 10 on the board as the children
say each one.
l Tell
the children to open their books to pages
4 and 5. Open your own book and hold it up
to show the class.
l Tell
the children to look at the picture on
page 4. Ask Is Daisy happy? Why not? Are her
eyes shut? What is Mum holding? Why? What is
Mum doing? Elicit suggestions from the class,
e.g. stop her hiccups, make her happy etc.
Then ask What is Daisy doing? How do you
know? (the children will probably recognise
the numbers in Daisy’s speech bubble) Why is
she counting? What are Dad and Danny doing?
Word list
can, count, Dad, Daisy, eyes, have, help,
hiccups, I, now, poor, said, shut, still, ten,
the, to, you, your
Language structures
can, imperatives, numbers 1–10, past simple
tense, present simple tense
l Tell
the children to look at the picture on
page 5. Ask Is Daisy happy now? How do you
know? Have her hiccups stopped? Who is Daisy
with? What is Dad doing? (cuddling Daisy)
What are Mum and Danny doing?
Preparation
Wordcards: 12, 17, 19, 20, 25, 34, 38, 43, 48,
68, 72, 76, 84, 86, 89, 91, 98, 111, 112 plus
punctuation
Before reading
During reading
l Before
looking at the pages, teach shut your
eyes and count. Point to your eyes and say
eyes. Tell the children to point to their eyes.
Write eyes on the board and encourage the
children to repeat after you. Ask How many
eyes have you got? Then shut your eyes and
say shut. Go to the door and shut it. Say shut
as you shut it. Write shut on the board and
encourage the children to repeat after you.
Then say to the children Shut your eyes. Shut
your own eyes and encourage the children to
do the same. Open your eyes and make sure
the children open theirs.
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for each character. Read the pages
again pointing to each word as you read it.
l Ask
Can you see the word hiccups? Can you see
the word shut? Can you see the word eyes? Can
you see the word count?
l Read
the text again and encourage the
children to repeat each sentence after you.
l NB
Make sure the children understand still
(continue to do or have something).
l Read
both pages again together as a class.
5
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Extension
l Invite
four children to be the narrator, Mum,
Dad and Daisy. They can read both pages
out loud.
Play the imperatives game using parts of
the body that the children might know, e.g.
head, nose, ears, mouth, arm, leg. Say Touch
your head. and encourage the children to do
it. Any children who touch the wrong part
of their body are out. Continue playing the
game with the other parts of the body.
l Read
page 4 to the class again. Ask What did
Mum say to Daisy? What did Daisy say?
l Read
page 5 to the class again. Ask What did
Dad say to Daisy? Encourage the children to
read the text inside the speech marks. Then
ask What did Daisy say?
l Write
numbers 1 to 10 on the board in
random order. Then write the number words
on the board in random order. Invite pairs of
children to come to the board and match a
number with its number word.
l Talk
about how the words people say in
pictures are put inside speech bubbles, but
when they are written in text, we use speech
marks.
l Ask
the children to find and point to you on
pages 4 and 5. Ask Who is you? and elicit
that they both refer to Daisy.
l Play
some word games with the children.
Write can on the board. Ask the children to
read it. Then say each individual sound in
the word (/k/ /œ/ /n/ ) to show the children
how to read and pronounce simple CVC
words. Repeat each sound then say the word
/kœn/ encouraging the children to repeat
after you. Rub out the c and write in an v.
Encourage the children to read the new word.
Continue, changing the first letter to m, p, r,
v. Repeat the activity with ten and the letters
h, p.
After reading
l Invite
four children to the front of the class.
Give each child a wordcard in random order.
Use: I, can, help, you. Tell them to hold up
their wordcards and to face the class. Ask the
class to put the children in the correct order
to make I can help you. When the children are
in the correct order, write it on the board.
l Ask
the children holding can and I to change
places. Ask the class to read the new sentence
and elicit from them that it’s a question.
Write the question on the board and elicit
from the children what punctuation needs to
be added and changed.
l Ask
Why did Mum tell Daisy to close her eyes
and count to ten? and elicit suggestions from
the class (it was to try and help her forget the
hiccups). Then ask Did it work? What will
happen? What will Dad tell Daisy to do?
Wordcard activities
your eyes. is a command, also called an
imperative. Play an imperatives game. Invite
a few children to come to the front of the
class and to stand in a line facing the class.
Give them some commands using
imperatives, e.g. Shut your eyes; Open your
eyes; Hop on one foot; Jump up and down. etc.
The children do it immediately. The last one
to react is out.
l Shut
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Do
page 2 in the Comprehension and
Vocabulary Workbook.
6
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 6 and 7
l Ask
Do you drink water? Do you like water?
Elicit from the children other things we do
with water, e.g. wash in it, swim in it.
l Then
touch your nose and ask What is it? If
you played the imperatives game with body
parts in the previous lesson, the children will
know the word. If not, say nose. Encourage
the children to touch their noses and repeat
nose after you. Write nose on the board. Write
hold on the board. Explain and demonstrate
what it means. Then say Hold your nose. and
encourage the children to do it.
l Tell
the children to open their books to pages
6 and 7. Open your own book and hold it up
to show the class.
Word list
can, Daisy, drank, drink, have, held, help,
her, here, hiccups, hold, I, is, Mum, nose,
now, poor, said, she, some, still, the, water,
you, your
l Tell
the children to look at the picture on
page 6. Ask Where are Dad and Daisy? Have
Daisy’s hiccups stopped? How do you know?
What is Dad giving Daisy? Why? What is Daisy
holding? Why? What is Danny doing?
Language structures
can, some with uncountable nouns,
imperatives, past simple tense, present
simple tense
l Tell
the children to look at the picture on
page 7. Ask Who is holding the glass of water?
Has Daisy still got the hiccups? How do you
know? Are Mum, Dad and Danny worried?
Preparation
Wordcards: 12, 20, 23, 24, 34, 36, 38, 39, 41,
43, 45, 48, 51, 62, 65, 67, 72, 76, 82, 85, 86,
91, 103, 111, 112 plus punctuation
During reading
Materials
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for each character. Read the pages
again pointing to each word as you read it.
a cup of water, an empty cup
objects the children know in English, e.g. a
book, a bag, a pencil etc.
l Ask
Can you see the word hiccups? Can you see
the word water? Can you see the word drink?
Can you see the word hold? Can you see the
word nose?
Before reading
l Before
looking at the pages, teach water,
drink, nose and the phrase Hold your nose.
Pour the water from one cup into another
and say water as you do so. Pour some water
onto your hands and say water again. Write
water on the board. Ask What can we do with
water? and take a sip of it. Say drink. Take
another sip and say drink again. Write drink
on the board.
l Read
the text again and encourage the
children to repeat each sentence after you.
l NB
Make sure the children understand that
drank is the past form of drink.
7
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
l Read
both pages again together as a class.
l Write
Here is some water. on the board. Ask
the children to read it out loud. Rub out some
water and hold up a book. Say Here is a …
and encourage the children to complete the
sentence. Hold up other objects you have
brought into class with you and ask the
children to complete the sentence each time.
l Invite
four children to be the narrator, Mum,
Dad and Daisy. They can read both pages
out loud.
l Read
page 6 to the class again. Ask What did
Dad say?
l Read
page 7 to the class again. Ask What did
Mum say? What did Daisy say? Point out that
the Hic! that Daisy says is part of the word
hiccups.
l Then
point to your nose and say Here is my
nose. Encourage the children to point to their
noses and repeat the sentence after you.
Continue with other parts of the body.
l Tell
the children to look at page 6. Say Find
and point to I can help you. Then tell them to
look at page 4 and ask them to find and
point to the same sentence. Repeat the
activity with Poor Daisy! You still have the
hiccups! on pages 7 and 5.
your nose. is an imperative. Play the
imperatives game again (see page 6 of these
Teacher’s Notes).
l Hold
l Ask
Why did Dad give Daisy some water? Why
did Daisy hold her nose? and elicit suggestions
from the class (it was to try and help her
forget the hiccups). Then ask Did it work?
What will happen? What will Danny tell Daisy
to do?
l Point
to the text at the bottom of page 6 and
ask Who is she? and elicit that it refers to
Daisy. Repeat the question for you on page 7
which also refers to Daisy.
l Say
Find the word you. How many can you see?
Continue the activity with: water, nose, the.
Wordcard activities
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
After reading
l Invite
four children to the front of the class.
Give each child a wordcard in random order.
Use: Here, is, some, water. Tell them to hold up
their wordcards and to face the class. Ask the
class to put the children in the correct order
to make Here is some water. When the
children are in the correct order, write the
sentence on the board.
l Do
page 3 in the Comprehension and
Vocabulary Workbook.
l Change
water to milk and ask the children to
read the new sentence.
8
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 8 and 9
l Tell
the children to open their books to pages
8 and 9. Open your own book and hold it up
to show the class.
l Tell
the children to look at the pictures. Point
to the first picture on page 8. Ask Who is with
Daisy? Has she still got the hiccups? Point to
the next picture on page 8 and ask What is
Daisy doing? Has she still got the hiccups?
Repeat these two questions for the pictures on
page 9.
During reading
Word list
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for Danny. Read the pages again
pointing to each word as you read it.
and, can, clap, clapped, Daisy, down, eyes,
hands, help, her, hop, hopped, I, shut, up,
you, your
l Ask
Can you see the word shut? Can you see the
word eyes? Can you see Clap your hands? Can
you see Hop up and down?
Language structures
can, imperatives, past simple tense
Preparation
l Read
Wordcards: 3, 12, 15, 16, 20, 22, 25, 33, 38,
39, 46–48, 83, 84, 100, 110, 112 plus
punctuation
l NB
the text again and encourage the
children to repeat each sentence after you.
Make sure the children understand that
clapped is the past form of clap, and that
hopped is the past form of hop.
Before reading
l Read
l Before
l Invite
looking at the pages, teach the
phrases Clap your hands. and Hop up and
down. Clap your hands and say Clap your
hands. Encourage the children to do it with
you. Write Clap your hands on the board.
Ask When do we clap our hands? Ask the
children to share any personal achievements
and give them a clap.
both pages again together as a class.
two children to be the narrator and
Danny. They can read both pages out loud.
l Tell
the children to look at page 8. Say Find
and point to I can help you. Then tell them to
look at page 6 and ask them to find and
point to the same sentence and elicit who
says the words on page 6. Then ask the
children to find and point to Shut your eyes.
on page 8. Ask Who said this to Daisy on
page 4? Tell the children to look back at
page 4 to check.
l Then
hop up and down and say Hop up and
down. Encourage individual children to do it
with you. Write Hop up and down on the
board. Ask What animals hop up and down?
Point to each phrase at random and ask the
children to read it out loud and do the
action.
l Ask
How many things did Danny tell Daisy to
do? What did he say first? What did he say next?
What did he say last?
9
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Wordcard activities
l Say
Find the word eyes. How many can you see?
Repeat the activity with hands and the
phrase up and down.
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Ask
How many sentences can you see on pages
8 and 9? What does a sentence start with? What
does a sentence end with?
l Do
page 4 in the Comprehension and
Vocabulary Workbook.
After reading
l Elicit
from the children all the things we can
shut, e.g. eyes, mouths, a book, a door, a
window etc. Elicit from the children another
word for shut (close).
l Write
hand on the board. Ask Can you see and
inside it?
l Write
up on the board and ask the children
to read it. Add c to the beginning and ask the
children to read the new word (cup). Write
hiccups on the board. Ask the children to find
up and cup.
l Play
a word game with the children. Write
hop on the board. Ask the children to read it.
Then say each individual sound in the word
(/h/ /Å/ /p/ ) to show the children how to read
and pronounce simple CVC words. Repeat
each sound then say the word /hÅp/
encouraging the children to repeat after you.
Add an s to the beginning and ask the
children to read the new word (shop). Then
rub out the h and write in a t. Encourage the
children to read the new word (stop). Then
rub out the s and ask the children to read
top.
your hands. is an imperative. Play the
imperatives game again (see page 6 of these
Teacher’s Notes).
l Clap
10
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 10 and 11
l Point
to the photo on the wall. Ask Who are
they? and elicit suggestions from the class.
If necessary, draw their attention to the
old-fashioned clothes. Talk about why people
have photographs of relatives in their homes.
During reading
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for each character. Read the pages
again pointing to each word as you read it.
l NB
You may want to read page 10 with the
class before this stage as they have already
seen the text in this book, so may be able to
read it without too much help.
Word list
and, bag, Dad, Daisy, get, go, have, hiccups,
Mum, poor, said, school, still, the, you, your
l Ask
Can you see the word poor? Can you see the
word Daisy? Can you see the word hiccups?
Can you see the word school? Can you see the
word bag?
Language structures
past simple tense, present simple tense,
imperatives
Preparation
l Read
Wordcards: 3, 7, 19, 20, 28, 29, 34, 43, 62, 72,
76, 80, 86, 91, 111, 112 plus punctuation
l Read
Materials
l Invite
the text again and encourage the
children to repeat each sentence after you.
both pages again together as a class.
three children to be the narrator, Mum
and Dad. They can read both pages out loud.
a school bag, a book, a pencil, a ball
l Read
page 10 to the class again. Ask What
did Mum say? and encourage the children to
read the text inside the speech marks. Then
read page 11 again and ask What did Dad
say?
Before reading
l Tell
the children to open their books to pages
10 and 11. Open your own book and hold it
up to show the class.
l Tell
the children to look at what Mum and
Dad said. Ask What is the same? (Poor Daisy.)
l Tell
the children to look at the picture. Ask
Has Daisy still got the hiccups? What is Danny
doing? Why is he getting into the cupboard? and
elicit suggestions from the children.
l Point
to different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.
l Then
ask What is Mum saying to Daisy? and
elicit suggestions from the class.
11
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
After reading
l Put
a school bag on your table. Write Go and
get your school bag. on the board. Choose a
child from the class and write (child’s name),
go and get your school bag. Encourage the
child to read the sentence and come to the
front to get the bag. Repeat the activity with
other children. Accompany each instruction
with a hand gesture like Dad in the picture
on page 11.
l Rub
out school bag and write in book. Repeat
the activity with this new sentence. You can
write in other objects, e.g. pencil, ball etc.
Extra activity
Ask What job does Dad do? and elicit
suggestions from the class. Then ask What
does your Dad do?
l Ask
Why did Dad say Go and get your school
bag? Where is Daisy’s bag? and elicit
suggestions from the class. Remind them
where Danny’s bag was (in the cupboard)
Who got into the cupboard? Why? What will
happen next?
Wordcard activities
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
12
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 12 and 13
l Then
ask Do you like monsters? Are you scared?
and encourage the children to mime being
scared. Then ask What are you scared of?
l Tell
the children to open their books to pages
12 and 13. Open your own book and hold it
up to show the class.
l Tell
the children to look at the picture on
page 12. Ask Who is jumping out of the
cupboard? What is Danny wearing? (Introduce
the word mask if appropriate.) Why? Is Daisy
scared? How do you know?
l Tell
the children to look at the picture on
page 13. Ask Is Daisy still scared? Why not?
How do you know? Has Daisy still got the
hiccups? What stopped her hiccups?
Word list
a, but, cupboard, Dad, Daisy, Danny, help,
hiccups, I, in, it’s, monster, my, not, said, scared,
stopped, thank you, the, there’s, was, you
During reading
Language structures
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for each character. Read the pages
again pointing to each word as you read it.
present simple tense, past simple tense
Preparation
Wordcards: 1, 10, 18–21, 37, 43, 48, 50, 52,
61, 63, 66, 76, 79, 87, 90, 91, 93, 102, 110
plus punctuation
l Ask
Can you see the word monster? Can you see
the word cupboard? Can you see the word
hiccups? Can you see the word scared?
Materials
l Read
the text again and encourage the
children to repeat each phrase after you.
picture of a monster
a box containing objects the children know
in English
l Make
sure the children understand that
there’s means there is and it’s means it is.
Before reading
l Read
both pages again together as a class.
l Before
l Invite
four children to be the narrator, Daisy,
Danny and Dad. They can read both pages
out loud.
looking at the pages, teach monster
and scared. Hold up the picture of the
monster you have brought into class with
you and make a loud monster sound. Say
monster. Write monster on the board and
encourage the children to repeat it after you.
l Read
page 12 to the class again. Ask What
did Danny say? What did Daisy say?
l Read
page 13 to the class again. Ask What
did Dad say? What did Daisy say? Why did
Daisy say thank-you to Danny?
l Stick
the picture on the board and mime
being scared of it. Say I’m scared. Write scared
on the board and encourage the children to
repeat it after you.
l Say
Find the word monster. How many can you
see? Repeat the activity with: a, said, you.
13
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 14 and 15
I am a monster
After reading
l Invite
six children to the front of the class.
Give each child a wordcard in random order.
Use: Help, there’s, a monster, in, the, cupboard.
Tell them to hold up their wordcards and to
face the class. Ask the class to put the
children in the correct order to make Help!
There’s a monster in the cupboard!. When the
children are in the correct order, write the
sentence on the board.
l Put
the object box you have brought into
class with you on the table. Rub out monster
and cupboard and write in book and box to
make There’s a book in the box. and ask the
children to read it. Ask a child to come to the
box and find the book.
l Rub
out book and leave the space blank.
Invite a different child to come and take one
thing out of the box and complete the
sentence correctly. Repeat with other
children.
l Have
fun reading the rhyme on pages 14
and 15 to and with the class.
l Do
page 7 in the Comprehension and
Vocabulary Workbook.
l Play
a word game with the children. Write
not on the board. Ask the children to read it.
Then say each individual sound in the word
(/n/ /Å/ /t/ ) to show the children how to read
and pronounce simple CVC words. Repeat
each sound then say the word /nÅt/
encouraging the children to repeat after you.
Rub out the n and write in an h. Encourage
the children to read the new word. Continue,
changing the first letter to p then g.
l Give
the children time to read the whole
story again with a partner or to read it
quietly by themselves.
Wordcard activities
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Do
pages 5 and 6 in the Comprehension and
Vocabulary Workbook.
14
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 16 and 17
Daisy’s giant sandwich
l Write
giant on the board and explain that
giant means very, very big.
l Point
to the words on the board. Ask What
word starts with /b/? What word starts with /s/?
l Tell
the children to open their books to pages
16 and 17. Open your own book and hold it
up to show the class.
l Tell
the children to look at page 16. Point to
the title of the story and read it out loud. Ask
What is the story about? and elicit suggestions
from the children.
l Tell
the children to look at the picture on
page 16. Ask Where are the family? How do you
know? What is Dad holding? Where is he going?
What is Danny doing? What is he drawing?
What is he thinking about? What is Daisy
thinking about? What is Daisy putting on?
What does she want to do? Remind the
children of the title of the story.
Word list
a, and, bread, can, Dad, Daisy, Danny, for,
found, I, in, make, me, Mum, put, said,
sandwich, some, the, what
Language structures
l Tell
the children to look at the picture on
page 17. Ask Why is Daisy standing on a chair?
What is she getting out of the cupboard? What is
she going to do with the bread?
past simple tense, can, some with
uncountable nouns
Preparation
Wordcards: 1, 3, 9, 12, 19–21, 26, 27, 48, 50,
58, 59, 62, 73, 76, 78, 85, 91, 107 plus
punctuation
During reading
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for Daisy. Read the pages again
pointing to each word as you read it.
Materials
a sandwich
l Ask
Can you see the word sandwich? Can you
see the word bread? Can you see the word
Daisy?
Before reading
l Before
looking at the pages, teach sandwich,
bread and giant. Hold up the sandwich you
have brought in to class with you and say
sandwich. Write the word on the board and
encourage the children to repeat the word
after you. Ask Do you like sandwiches? Then
ask What do we use to make a sandwich? and
try to elicit bread. Write bread on the board.
Then ask What do you put in your sandwich?
l Read
the text again and encourage the
children to repeat each sentence after you.
l Read
both pages again together as a class.
l Invite
two children to be the narrator and
Daisy. They can read both pages out loud.
15
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
l Point
to different words at random and ask
the children what they say. Then read the
text on the page again, encouraging the
children to read with you.
l Write
can on the board. Say each individual
sound in the word (/k/ /œ/ /n/ ) to show the
children how to read and pronounce simple
CVC words. Repeat each sound then say the
word /kœn/ encouraging the children to
repeat after you. Rub out the c and write in
an f. Encourage the children to read the new
word. Continue, changing the first letter to
m, p, r, v. Repeat the activity with got and the
letters h, d, p.
l Tell
the children to look at page 16. Ask What
did Daisy say? and encourage the children to
read the words inside the speech marks.
l Tell
the children to look at page 17. Say the
following sentences and encourage the
children to complete them:
Daisy found some … .
Daisy said, ‘What can I put in the … ?’
l Write
make on the board and ask the class to
read it. Write I can make a cake. and ask the
class to read it. Then ask Which two words
sound the same? Brainstorm other words that
sound the same, e.g. take, shake, snake.
l Then
say Find the word I. How many can you
see? Repeat the activity with: can, sandwich,
and.
l Ask
What will Daisy put in the sandwich? Will
she make a mess?
After reading
l Invite
five children to the front of the class.
Give each child a wordcard in random order.
Use: I, can, make, a, sandwich. Tell them to
hold up their wordcards and to face the class.
Ask the class to put the children in the
correct order to make I can make a sandwich.
When the children are in the correct order,
write the sentence on the board.
Wordcard activities
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Do
page 8 in the Comprehension and
Vocabulary Workbook.
l Rub
out sandwich and brainstorm other
words with the children that could be used,
e.g. cake, drink.
l Ask
the children holding can and I to change
places. Ask the class the read the new
sentence and elicit that it is a question. Write
the question on the board and elicit the
correct punctuation from the children, i.e.
Can I make a sandwich?
l Invite
the children to explain how to make a
sandwich. What do they need? What happens
first/next etc.? NB Talk about the dangers of
using sharp knives without adult supervision.
l Write
sandwich on the board. Write and under
it and ask the children to find and in
sandwich.
16
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 18 and 19
l Tell
the children to open their books to pages
18 and 19. Open your own book and hold it
up to show the class.
l Tell
the children to look at page 18. Point to
the first picture and ask What is Daisy putting
in the sandwich? Repeat the question for the
other three pictures.
l Go
back to the first picture. Ask What colour is
the lettuce? Talk about how it makes
sandwiches crispy and crunchy. Focus on the
second picture. Ask Do onions make you cry? Is
Daisy crying? Focus on the cheese picture. Ask
Do you like cheese? What is cheese made from?
Finally ask What colour is the tomato? You
could elicit that tomatoes are green to start
with but go red as they ripen.
Word list
and, cheese, good, here, is, lettuce, looks,
Mmm, onion, sandwich, some, this, tomato
Language structures
During reading
some with uncountable nouns, present
simple tense
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for Daisy. Read the pages again
pointing to each word as you read it.
Preparation
Wordcards: 3, 14, 30, 41, 51, 55, 57, 60, 70,
78, 85, 97, 99 plus punctuation
l Ask
Can you see the word sandwich? Can you
see the word bread? Can you see the word
Daisy?
Materials
lettuce, onion, cheese, tomato
l Read
the text again and encourage the
children to repeat each sentence after you.
Before reading
l Before
looking at the pages, teach lettuce,
onion, cheese and tomato. Hold up each food
item in turn and elicit from the children
what it is. Say the word and encourage the
children to repeat it after you. Write the word
on the board. Then hold up the items in
random order and encourage the children to
point to the correct word on the board and
say it.
l Read
both pages again together as a class.
l Invite
different children to be Daisy. They
can read both pages out loud.
l Ask
What does Daisy put in first? and
encourage the children to read that part of
the text. Repeat the question with second,
third, last. Then ask What did Daisy say about
her sandwich? and encourage them to read
the last line.
l Find
out if any children know how onions,
lettuce or tomatoes are grown (onions are
grown in the ground, lettuce is grown on top
of the soil, tomatoes are grown on a plant).
l Point
to the food words one at a time in
random order and ask the children to read
them. Then ask Which word starts with /t/?
Repeat the question using: /ø/ /l/ /tS/.
17
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
After reading
Extra activity
l Invite
Talk about the need for cleanliness when
working in the kitchen. We hope Daisy
washed her hands before starting to make
the sandwich!
four children to the front of the class.
Give each child a wordcard in random order.
Use: This, sandwich, looks, good. Tell them to
hold up their wordcards and to face the class.
Ask the class to put the children in the
correct order to make This sandwich looks
good. When the children are in the correct
order, write the sentence on the board.
l Ask
What will happen next? Is the sandwich
ready? Will Daisy put more things in it?
Wordcard activities
l Write
look and good on the board and ask the
children to read the words. Ask What sound is
the same? (/U/) What letters make /U/?
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Play
some word games with the children.
Rub out the l in look and write in b.
Encourage the children to read the new word.
Then rub out the g in good and write in w.
Encourage the children to read the new word.
l Do
page 9 in the Comprehension and
Vocabulary Workbook.
l Then
write some on the board and ask the
children to read it. Rub out the s and write in
c. Encourage the children to read the new
word.
l Write
cheese on the board. You might like to
tell the children that in the UK children are
often asked to say cheese when they are
having their photographs taken to make
them smile! Ask What sound is in the middle?
(/i…/) What sound does cheese start with? (/tS/).
Elicit from the children other food words they
know which start with /tS/, e.g. chicken,
chocolate, chips etc.
l Write
lettuce on the board and ask the
children to read it. Ask What two letters are the
same in the middle? (tt).
l Write
Mmm! on the board. Say Mmm!
together. Explain that we often say this when
food looks or tastes nice. Elicit from the
children other words they know that start
with /m/.
18
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 20 and 21
l Remind
the children what ready means.
Write the word on the board and ask the
children to read it. Elicit what it means from
the class.
l Tell
the children to open their books to pages
20 and 21. Open your own book and hold it
up to show the class.
l Tell
the children to look at page 20. Point to
the first picture and ask What is Daisy putting
in the sandwich? Repeat the question for the
other three pictures.
l Go
back to the first picture. Ask What colour is
the ketchup? What do you put ketchup on?
Focus on the second picture. Ask Do the sugar
and salt look the same? Do they taste the same?
Is salt sweet? Is sugar sweet? What do you put
sugar in? What do you put salt in? Focus on the
oil picture. Ask Do you put oil in sandwiches?
What do you do with oil? Finally ask What
colour is the jam? What fruit is it made from?
and elicit suggestions from the children.
Word list
and, Daisy, good, here, is, jam, ketchup,
looks, Mmm!, now, oil, ready, said, salt,
sandwich, some, sugar, the, this, very
Language structures
some with uncountable nouns, present
simple tense, past simple tense
Preparation
l Tell
the children to look at the last picture in
the right-hand bottom corner on page 21.
Ask Does Daisy’s giant sandwich look nice? Is it
ready? Do you want to eat it? Why not? Is Daisy
happy with her sandwich?
Wordcards: 3, 20, 30, 41, 51, 53, 54, 57, 60,
67, 69, 75–78, 85, 88, 92, 97, 101 plus
punctuation
Materials
ketchup, salt, sugar, cooking oil, jam
During reading
Before reading
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for Daisy. Read the pages again
pointing to each word as you read it.
l Before
looking at the pages, teach ketchup,
salt, sugar, oil and jam. Hold up each food
item in turn and elicit from the children
what it is. Say the word and encourage the
children to repeat it after you. Write the word
on the board. Then hold up the items in
random order and encourage the children to
point to the correct word on the board and
say it.
l Ask
Can you see the word sandwich? Can you
see the word ketchup? Can you see the word
salt? Can you see the word sugar? Can you see
the word oil? Can you see the word jam?
Can you see the word ready?
l Read
the text again and encourage the
children to repeat each sentence after you.
l Find
out if any children know what ketchup
is made from (tomatoes).
l Read
both pages again together as a class.
19
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
l Invite
different children to be Daisy. They
can read both pages out loud.
l Ask
What did Daisy put in her sandwich?
Encourage the children to tell you all the
ingredients, including those on pages 18 and
19, in the correct order (lettuce, onion,
cheese, tomato, ketchup, salt, sugar, oil,
jam).
l Ask
What does Daisy put in first? and
encourage the children to read that part of
the text. Repeat the question with second,
third, last. Then ask What did Daisy say about
her sandwich? and encourage them to read
the last lines on pages 20 and 21.
l Play
I went shopping. You start the game by
saying I went shopping to buy some milk. Point
to a child to continue who repeats your
sentence and then adds another item to the
list. The next child repeats this new sentence
and adds a third item. Continue round the
class with each child adding an item until
someone forgets an item on the list or repeats
an item.
l Point
to the food words one at a time in
random order and ask children to read them.
Then ask Which word starts with /dZ/? Repeat
the question using: /OI/ /k/ /s/ /S/.
l Say
Find the word here. How many can you see?
Repeat the activity with: is, some, sandwich,
the.
l Ask
Will Mum, Dad and Danny like the
sandwich? Will they eat it? What will happen?
l The
say Find a word that sounds the same as
come. (some)
Wordcard activities
After reading
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Invite
five children to the front of the class.
Give each child a wordcard in random order.
Use: This, sandwich, looks, very, good. Tell them
to hold up their wordcards and to face the
class. Ask the class to put the children in the
correct order to make This sandwich looks very
good. When the children are in the correct
order, write the sentence on the board.
l Do
page 10 in the Comprehension and
Vocabulary Workbook.
l Rub
out looks very good and write in is ready
now. Ask the class to read the new sentence.
l Play
some word games with the children.
Write now on the board and ask the children
to read it. Rub out the n and write in h.
Encourage the children to read the new word.
Repeat the activity writing in c.
l Repeat
the activity with jam and the letter h,
and oil adding a b to the beginning.
l Write
ketchup on the board and ask the
children to read it. Ask What sound does
ketchup start with? (/k/) Can you see up at the
end? Elicit from the children other words they
know that start with /k/, e.g. car, come, cake.
20
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Pages 22 and 23
l Tell
the children to look at page 22. Ask What
is Daisy carrying? Where are Mum, Dad and
Danny? What is Dad holding? Are Mum, Dad
and Danny pleased? Are they surprised? Do they
want to eat the sandwich? and elicit
suggestions from the class.
l Tell
the children to look at the picture on
page 23. Ask Where are they? What is the
restaurant called? If necessary, point to the
menu on the wall and read the restaurant
name to the class. Then ask Who has got the
biggest pizza? Are they happy?
Word list
During reading
a, at, can, Dad, Daisy, Danny, for, go, good,
is, looked, looks, Mmm!, Mum, pizza, said,
sandwich, thank you, the, this, very, we, you
l Read
the text on both pages to the class
slowly and clearly. If you wish, use a different
voice for each character. Read the pages
again pointing to each word as you read it.
Language structures
past simple tense, present simple tense, can
l Ask
Can you see the word sandwich? Can you
see the word pizza?
Preparation
Wordcards: 1, 6, 13, 19–21, 26, 29, 30, 51, 56,
57, 60, 62, 71, 76, 78, 90, 91, 97, 101, 104,
110 plus punctuation
l Read
the text again and encourage the
children to repeat each sentence after you.
Materials
l Invite
l Read
both pages again together as a class.
different children to be the narrator,
Daisy and Danny. They can read both pages
out loud.
card, pens, pencils, scissors to make thank
you cards
l Read
page 22 to the class again. Ask What
did Daisy say? Who looked at the sandwich first?
next? last? What did Danny say? Why did Danny
ask to go for a pizza? Did Danny ask a question?
How do you know?
Before reading
l Before
looking at the pages, teach pizza.
Draw a simple picture of a pizza on the
board and say pizza. Write pizza the board
and encourage the children to repeat it after
you. Ask What letters are the same? (z).
Ask Do you like pizza? What do you put on top
of your pizza?
l Read
page 23 to the class again. Ask What
did Daisy say about her pizza? Who did she say
thank you to? Point to the exclamation
marks and elicit what they are used for (to
add expression and emphasis).
l Tell
the children to open their books to pages
22 and 23. Open your own book and hold it
up to show the class.
l Talk
about how to use the word very. Then
write This pizza is good, This pizza is very good
and This pizza is very, very good on the board.
Ask Which pizza is the best?
21
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
After reading
l Write
This book is for you and Thank you. on
the board and ask the class to read them.
Hold up a book. Give the book to the child
and say This is for you. Encourage a child to
say Thank you. Repeat with other children.
Talk about being polite when someone gives
you something.
l Make
some Thank you cards with the class
and suggest they give them to their parents
for all the things they do for them.
l Ask
Was Daisy kind? What did she do?
Was Danny kind? and talk about how he
might have hurt Daisy’s feelings.
l Ask
Have you been to a pizza restaurant?
Where was it? Who did you go with? What
pizza did you have?
l Give
the children time to read the whole
story again with a partner or to read it
quietly by themselves.
Wordcard activities
Choose some appropriate activities from page
16 of the Teacher’s Notes Introduction.
l Do
pages 11 and 12 in the Comprehension
and Vocabulary Workbook.
22
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
After reading the book
Response to the story
l Ask
Did you like the story? Why? Why not?
Did you like the end?
Characters
l What
did you think of the way each character
tried to help Daisy with her hiccups?
l Did
you like Danny’s way of helping Daisy?
l What
did you think of Daisy’s idea of making a
sandwich for the family?
l What
did you think of Danny’s reaction?
Setting
did the stories take place? Elicit all the
rooms in the house and the other places from
the children (hallway, living room, kitchen,
pizza restaurant).
l Where
Plot
l Encourage
the class to re-tell both stories
simply in their own words.
Moral issues
l Both
stories show us how to be kind and
thoughtful. In the first story the family tried
to help Daisy stop her hiccups, and in the
second story, Daisy made a sandwich for her
family.
Vocabulary
the Word recognition record sheet to
check what sight vocabulary the children
have learnt.
l Use
23
Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
Daisy has the Hiccups
Follow-up ideas
Fruit and vegetables Brainstorm as many
different fruit and vegetables as possible.
Ask the children to bring some in from home
and talk about how they grow, how they taste
and how to cook them.
Discussion Have the children ever had the
hiccups? How did they stop them? Take a vote
on the best way and the funniest way.
Parts of the body How many different parts
Monster masks Make a simple monster
of the body can the children name? Draw a
large outline picture of a person on the board.
Point to each part (head, face, ear, nose,
mouth, arm, hand, finger, leg, toes) and write a
label on them as the children name them.
mask for each child. The children can decorate
and colour their masks. They can be stuck to
sticks and held in front of the face, or can be
tied around the head with elastic.
Simon says Play Simon says. Pretend your
name is Simon. Tell the children to listen to
your instructions and say Simon says touch your
nose. The children must touch their nose. Then
say Touch your head. and tell the children that
they mustn’t do it because you didn’t say Simon
says. Explain that the children who do the
action when you don’t say Simon says are out
and must sit down. Give two more instructions
to make sure the children understand what
they have to do, then play the game. Give the
instructions fairly quickly so the children have
to concentrate hard.
Diet Discuss Daisy’s sandwich. Ask Which
food in the sandwich is healthy? Which is not?
What foods are healthiest and what sort of foods
are bad for us?
Making a class sandwich Make some
simple sandwiches together and have a class
picnic. Remind the children about cleanliness
and the dangers of using knives. As you make
the sandwiches use words like first, next, now,
last of all etc.
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Young Explorers 1: Daisy has the Hiccups Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006